Page 337 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 337
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Critical Media Literacy:
A New Tool and Pedagogy for Tackling ESL
Ana Mlekuž
Synopsis
Critical media literacy helps understand how media construct mes-
sages, influence and educate audiences and impose messages and
values. Five core questions verifying the understanding of these is-
sues can be used as a tool for developing the critical thinking of stu-
dents at risk of ESL so as to become empowered and active in trans-
forming their educational and learning environment.
Summary
Critical media literacy can be used as a new tool for tackling ESL
by developing critical thinking, discussing power structures and en-
couraging students to become active in changing their education-
al and learning environment, their lives and society (Halx, 2014;
Dewey, 1963; Kincheloe & McLaren, 1994). By using contemporary
media messages included in music videos, movies, news etc., edu-
cators can easily relate and connect to students’ lives, they can chal-
lenge students to critically think about the messages they are re-
ceiving and to actively oppose them (Kanpol, 1994; Kellner & Share,
2004, 2005, 2007; Masterman, 1994). Critical media pedagogy is able
to engage students who are marginalised, alienated, come from low-
SES environments, have low achievements are at risk of early school
leaving (ESL) (Duncan-Andrade & Morrell, 2008; Kincheloe, 2007;
Stringfield & Land, 2002).
337
Critical Media Literacy:
A New Tool and Pedagogy for Tackling ESL
Ana Mlekuž
Synopsis
Critical media literacy helps understand how media construct mes-
sages, influence and educate audiences and impose messages and
values. Five core questions verifying the understanding of these is-
sues can be used as a tool for developing the critical thinking of stu-
dents at risk of ESL so as to become empowered and active in trans-
forming their educational and learning environment.
Summary
Critical media literacy can be used as a new tool for tackling ESL
by developing critical thinking, discussing power structures and en-
couraging students to become active in changing their education-
al and learning environment, their lives and society (Halx, 2014;
Dewey, 1963; Kincheloe & McLaren, 1994). By using contemporary
media messages included in music videos, movies, news etc., edu-
cators can easily relate and connect to students’ lives, they can chal-
lenge students to critically think about the messages they are re-
ceiving and to actively oppose them (Kanpol, 1994; Kellner & Share,
2004, 2005, 2007; Masterman, 1994). Critical media pedagogy is able
to engage students who are marginalised, alienated, come from low-
SES environments, have low achievements are at risk of early school
leaving (ESL) (Duncan-Andrade & Morrell, 2008; Kincheloe, 2007;
Stringfield & Land, 2002).
337
